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metaverse definition

What the metaverse will (and won’t) be, according to 28 experts

metaverse (hopefully) won’t be the virtual world of ‘Snow Crash,’ or ‘Ready Player One.’ It will likely be something more complex, diverse, and wild.

The metaverse concept clearly means very different things to different people. What exists right now is a series of embryonic digital spaces, such as Facebook’s HorizonEpic Games’ FortniteRoblox‘s digital space for gaming and game creation, and the blockchain-based digital world Decentraland–all of which have clear borders, different rules and objectives, and differing rates of growth.

TIFFANY ROLFE

different layers of realities that we can all be experiencing, even in the same environment or physical space. We’re already doing that with our phones to a certain extent—passively in a physical environment while mentally in a digital one. But we’ll see more experiences beyond your phone, where our whole bodies are fully engaged, and that’s where the metaverse starts to get interesting—we genuinely begin to explore and live in these alternate realities simultaneously.

RONY ABOVITZ, FOUNDER, MAGIC LEAP

Xverse

It will have legacy parts that look and feel like the web today, but it will have new nodes and capabilities that will look and feel like the Ready Player One Oasis (amazing gaming worlds), immersion leaking into our world (like my Magicverse concept), and every imaginable permutation of these. I feel that the Xverse will have gradients of sentience and autonomy, and we will have the emergence of synthetic life (things Sun and Thunder is working on) and a multitude of amazing worlds to explore. Building a world will become something everyone can do (like building a webpage or a blog) and people will be able to share richer parts of their external and inner lives at incredibly high-speed across the planet.

YAT SIU, COFOUNDER AND EXECUTIVE CHAIRMAN OF GAMING AND BLOCKCHAIN COMPANY ANIMOCA BRANDS

Reality will exist on a spectrum ranging from physical to virtual (VR), but a significant chunk of our time will be spent somewhere between those extremes, in some form of augmented reality (AR). Augmented reality will be a normal part of daily life. Virtual companions will provide information, commentary, updates and advice on matters relevant to you at that point in time, including your assets and activities, in both virtual and real spaces.

TIMONI WEST, VP OF AUGMENTED AND VIRTUAL REALITY, UNITY:

I think we can all agree our initial dreams of a fully immersive, separate digital world is not only unrealistic, but maybe not what we actually want. So I’ve started defining the metaverse differently to capture the zeitgeist: we’re entering an era where every computer we interact with, big or small, is increasingly world-aware. They can recognize faces, voices, hands, relative and absolute position, velocity, and they can react to this data in a useful way. These contextually aware computers are the path to unlocking ambient computing: where computers fade from the foreground to the background of everyday, useful tools. The metaverse is less of a ‘thing’ and more of a computing era. Contextual computing enables a multitude of new types of interactions and apps: VR sculpting tools and social hangouts, self-driving cars, robotics, smart homes.

SAM HAMILTON, HEAD OF COMMUNITY & EVENTS FOR BLOCKCHAIN-BASED METAVERSE CREATOR THE DECENTRALAND FOUNDATION

NITZAN MEKEL-BOBROV, CHIEF AI OFFICER, EBAY

as carbon is to the organic world, AI will be both the matrix that provides the necessary structural support and the material from which digital representation will be made. Of all the ways in which AI will shape the form of the metaverse, perhaps most essential is the role it will play in the physical-digital interface. Translating human actions into digital input–language, eye movement, hand gestures, locomotion–these are all actions which AI companies and researchers have already made tremendous progress on.

HUGO SWART, VICE PRESIDENT AND GM OF XR, QUALCOMM

Qualcomm views the metaverse as an ever-present spatial internet complete with personalized digital experiences that spans the physical and virtual worlds, where everything and everyone can communicate and interact seamlessly.

IBRAHIM BAGGILI, FOUNDING DIRECTOR, CONNECTICUT INSTITUTE OF TECHNOLOGY AT UNIVERSITY OF NEW HAVEN

As an active researcher in the security and forensics of VR systems, should the metaverse come into existence, we should explore and hypothesize the ways it will be misused.

CHITRA RAGAVAN, CHIEF STRATEGY OFFICER AT BLOCKCHAIN DATA ANALYTICS COMPANY ELEMENTUS 

I picture [the metaverse] almost like The Truman Show. Only, instead of walking into a television set, you walk into the internet and can explore any number of different realities

JOHN HANKE, CEO OF POKÉMON GO CREATOR NIANTIC

We imagine the metaverse as reality made better, a world infused with magic, stories, and functionality at the intersection of the digital and physical worlds.

CAROLINA ARGUELLES NAVAS, GLOBAL PRODUCT MARKETING, AUGMENTED REALITY, SNAP

Rather than building the “metaverse,” a separate and fully virtual reality that is disconnected from the physical world, we are focused on augmenting reality, not replacing it. We believe AR–or computing overlaid on the world around us–has a smoother path to mass adoption, but will also be better for the world than a fully virtual world.

URHO KONTTORI, COFOUNDER AND CTO OF AR/VR HEADSET MAKER VARJO

In the reality-based metaverse, we will be able to more effectively design products of the future, meet and collaborate with our colleagues far away, and experience any remote place in real-time.

ATHERINE ALLEN, CEO OF IMMERSIVE TECH RESEARCH CONSULTANCY LIMINA IMMERSIVE

I prefer to think of the metaverse as simply bringing our bodies into the internet.

BRANDS IN THE METAVERSE

VISHAL SHAH, VP OF METAVERSE, FACEBOOK

The metaverse isn’t just VR! Those spaces will connect to AR glasses and to 2D spaces like Instagram. And most importantly, there will be a real sense of continuity where the things you buy are always available to you.

SAYON DEB, MANAGER, MARKET RESEARCH, CONSUMER TECHNOLOGY ASSOCIATION

At its core will be a self-contained economy that allows individuals and businesses to create, own or invest in a range of activities and experiences.

NANDI NOBELL, SENIOR ASSOCIATE AT GLOBAL ARCHITECTURE AND DESIGN FIRM CALLISONRTKL

the metaverse experience can be altered from the individual’s point of view and shaped or curated by any number of agents—whether human or A.I. In that sense, the metaverse does not have an objective look beyond its backend. In essence, the metaverse, together with our physical locations, forms a spatial continuum.

NICK CHERUKURI, CEO AND FOUNDER OF MIXED REALITY GLASSES MAKER THIRDEYE

The AR applications of the metaverse are limitless and it really can become the next great version of the internet.

SAM TABAR, CHIEF STRATEGY OFFICER, BITCOIN MINING COMPANY BIT DIGITAL

It seems fair to predict that the actual aesthetic of any given metaverse will be determined by user demand. If users want to exist in a gamified world populated by outrageous avatars and fantastic landscapes then the metaverse will respond to that demand. Like all things in this world the metaverse will be market driven

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More on meta-verse in this blog
https://blog.stcloudstate.edu/ims?s=metaverse

what is the Metaverse

What Is the Metaverse? Is It Just Virtual Reality, or Something More?

https://www-howtogeek-com.cdn.ampproject.org/c/s/www.howtogeek.com/745807/what-is-the-metaverse-is-it-just-virtual-reality-or-something-more/amp/

Tech CEOs keep talking about “the metaverse.” Mark Zuckerberg insists that Facebook will be seen as a “metaverse company” instead of a social media company. Satya Nadella proclaims Microsoft is creating a “metaverse stack” for the enterprise.

Author Neil Stephenson coined the term “metaverse” in Snow Crash, a dystopian cyberpunk novel published in 1992.

In the novel, the metaverse is a sort of 3D virtual world. It’s not simply a virtual reality game but is a persistent, shared virtual world. Or rather, the metaverse is a whole universe of shared virtual spaces seemingly linked together—you could, essentially, teleport between them.

If you think this all sounds a bit like Ready Player One or a higher-tech version of Second Life, you’re right.

virtual reality (VR) and not augmented reality (AR) was necessary for that kind of vision

To Zuckerberg and other tech CEOs, the concept of “the metaverse” seems to have more in common with “Web 2.0.” It’s a bunch of new technologies: VR headsets! Presence! Persistent digital worlds

Microsoft’s vision of the metaverse seems to take the form of rambling, buzzword-heavy talk about “digital twins” and “converging the physical with the digital” with “mixed reality.” Microsoft’s Azure cloud can do it!

Of course, as we learned with Windows 10’s “Mixed Reality” headsets, that term often just means Virtual Reality to Microsoft. However, it can also mean augmented reality: And, little surprise, Microsoft also has a headset to sell you: The HoloLens.

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more on Metaverse in this IMS blog
https://blog.stcloudstate.edu/ims?s=metaverse

more on immersive in this IMS blog
https://blog.stcloudstate.edu/ims?s=immersive

Epic Games and Digital Reality

Epic Games ‘Metaverse’ Completes $1B Funding with $200M from Sony—Developers to Build a Digital Reality

https://www.techtimes.com/articles/259056/20210413/epic-games-metaverse-completes-1b-funding-200m-sony-build-digital-reality.htm

According to Venture Beat, Epic Games has recently had a successful round of funding, raising a sum of $1 billion for its proposed digital reality world

The metaverse idea of connecting all of Epic Games’ titles is an ingenious way of integrating one game after the other, becoming the common ground for all games, each player with their avatars. This highly resembles “Ready Player One’s” OASIS metaverse, which is a digital, virtual, and augmented reality that leads to different online platforms.

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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality

IM 690 VR and AR lab

IM 690 Virtual Reality and Augmented Reality. short link: http://bit.ly/IM690lab

IM 690 lab plan for Feb. 18, MC 205:  Experience VR and AR

What is an “avatar” and why do we need to know how it works?

How does the book (and the movie) “Ready Player One” project the education of the future

Peter Rubin “Future Present” pictures XR beyond education. How would such changes in the society and our behavior influence education.

Readings:

each group selected one article of this selection: https://blog.stcloudstate.edu/ims/2020/02/11/immersive-reality-and-instructional-design/
to discuss the approach of an Instructional Designer to XR

Announcements:
https://blog.stcloudstate.edu/ims/2020/02/07/educators-in-vr/

https://blog.stcloudstate.edu/ims/2020/01/30/realities360-conference/

Translating Training Requirements into Immersive Experience

Virtual Reality Technologies for Learning Designers

Virtual Reality Technologies for Learning Designers

Inter

Inter-cognitive and Intra-cognitive communication in VR: https://slides.com/michaelvallance/deck-25c189#/

https://www.youtube.com/channel/UCGHRSovY-KvlbJHkYnIC-aA

People with dementia

https://docs.google.com/presentation/d/e/2PACX-1vSVNHSXWlcLzWZXObifZfhrL8SEeYA59IBdatR1kI7Q-Hry20AHtvLVTWQyH3XxBQ/pub?start=false&loop=false&delayms=60000&slide=id.p1

Free resources:
https://blog.stcloudstate.edu/ims?s=free+audio, free sound, free multimedia

Lab work:

  1. Video 360 as VR entry level
    1. During Lab work on Jan 28, we experienced Video 360 cardboard movies
      let’s take 5-10 min and check out the following videos (select and watch at least three of them)

      1. F2F students, please Google Cardboard
      2. Online students, please view on your computer or mobile devices, if you don’t have googles at your house (you can purchase now goggles for $5-7 from second-hand stores such as Goodwill)
      3. Both F2F and online students. Here directions how to easily open the movies on your mobile devices:
        1. Copy the URL and email it to yourself.
          Open the email on your phone and click on the link
          If you have goggles, click on the appropriate icon lower right corner and insert the phone in the goggles
        2. Open your D2L course on your phone (you can use the mobile app).
          Go to the D2L Content Module with these directions and click on the link.
          After the link opens, insert phone in the goggles to watch the video
      4. Videos:
        While watching the videos, consider the following objectives:
        – Does this particular technology fit in the instructional design (ID) frames and theories covered, e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?

– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?

Assignment: Use Google Cardboard to watch at least three of the following options
YouTube:
Elephants (think how it can be used for education)
https://youtu.be/2bpICIClAIg
Sharks (think how it can be used for education)
https://youtu.be/aQd41nbQM-U
Solar system
https://youtu.be/0ytyMKa8aps
Dementia
https://youtu.be/R-Rcbj_qR4g
Facebook
https://www.facebook.com/EgyptVR/photos/a.1185857428100641/1185856994767351/

From Peter Rubin’s Future Presence: here is a link https://blog.stcloudstate.edu/ims/2019/03/25/peter-rubin-future-presence/ if you want to learn more
Empathy, Chris Milk, https://youtu.be/iXHil1TPxvA
Clouds Over Sidra, https://youtu.be/mUosdCQsMkM

  1. Assignment: Group work
    1. Find one F2F and one online peer to form a group.
      Based on the questions/directions before you started watching the videos:
      – Does this particular technology fit in the instructional design (ID) frames and theories covered. e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
      – how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
      – what models and ideas from the videos you will see seem possible to be replicated by you?
      exchange thoughts with your peers and make a plan to create similar educational product
    1. Post your writing in the following D2L Discussions thread: https://stcloudstate.learn.minnstate.edu/d2l/le/4819732/discussions/threads/43483637/View
  1. Lenovo DayDream as VR advanced level
    1. Recording in DayDream
      https://skarredghost.com/2018/08/17/how-to-shoot-cool-screenshots-videos-lenovo-mirage-solo-and-save-them-on-pc/
    2. Using the controller
      https://support.google.com/daydream/answer/7184597?hl=en
    3. Using the menu
    4. Watching 360 video in YouTube
      1. Using keyboard to search
      2. Using voice command to search
    5. Using Labster. https://www.labster.com/
      1. Record how far in the lab you managed to proceed
    6. Playing the games
      1. Evaluate the ability of the game you watched to be incorporated in the educational process

Assignment: In 10-15 min (mind your peers, since we have only headset), do your best to evaluate one educational app (e.g., Labster) and one leisure app (games).
Use the same questions to evaluate Lenovo DayDream:
– Does this particular technology fit in the instructional design (ID) frames and theories covered, e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

RPO and education

https://www.edsurge.com/news/2018-01-16-ready-player-one-science-fiction-s-vision-for-the-future-of-education

 

Whenever I’m doing a virtual-reality demonstration, I ask for 40 minutes to an hour to get all of the students set up with their headsets, oriented in the virtual space, and then the learning can actually begin. It is not just something where you can throw headsets in a classroom and expect everyone to immediately start the learning objectives that you’re aiming for. You do need to do a little of that work explaining how the technology functions and making sure that everyone has the vision requirements, the hearing requirements, the physical requirements.

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more on Ready Player One in this IMS blog
https://blog.stcloudstate.edu/ims?s=ready+player+one

storytelling AR and VR tools

Unleash the Power of Storytelling With These New AR and VR Tools

By Jaime Donally (Columnist)     Apr 4, 2018

Teachers can bring VR stories into the classroom in many different ways for meaningful learning experiences. Imagine a scavenger hunt where students narrate a story based on what they find. Or consider using objects they see to identify vocabulary words or recognize letters. Students should have purpose in their viewing and it should directly connect to standards.

Starting with virtual reality, stories in apps such as Google Spotlight Storiesand YouTube 360 videos have been popular from the start.

Similar to the new movie, Ready Player One, they provide an intense experience where the viewer feels like they are in the center of the story.

Using a mobile device or tablet, the student can start the story and look around the scene based on their interest, rather than the cameras focus. New apps such as Baobab VR have continued to appear with more interactions and engagement.

A creative way to have your students create their own virtual stories is using the app Roundme. Upload your 360 image and add directional sound, links and content. Upload portals to walk the viewer into multiple scenes and then easily share the stories by link to the story.

Newer augmented reality apps that work with ARKit have taken another approach to storytelling.  Augmented Stories and My Hungry Caterpillar.Qurious, a company that is working on a release blending gaming, making and storytelling in one app.

Storyfab, turns our students into the directors of the show

A new AR book, SpyQuest, has moved the immersive experience a big step forward as it helps define the story by bringing the images to life. Through the camera lens on a device, the stories make students the agents in an adventure into the world of espionage. The augmented reality experiences on the images use the accompanying app to scan the scene and provide further insight into the story.

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more on storytelling in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+storytelling

more on VR and storytelling in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+storytelling

 

ed tech companies

Investment continues to flow to ed tech, with $803 million injected during the first six months of the year, according to the industry news website EdSurge. But half of that went to just six companies, including the celebrity tutorial provider MasterClass, the online learning platform Udemy and the school and college review site Niche.

From the outside, the ed-tech sector may appear as if “there’s a bonanza and it’s like the dot-com boom again and everybody’s printing money,” said Michael Hansen, CEO of the K-12 and higher education digital learning provider Cengage. “That is not the case.”

Even if they want to buy more ed-tech tools, meanwhile, schools and colleges are short on cash. Expenses for measures to deal with Covid-19 are up, while budgets are expected to be down.

Analysts and industry insiders now expect a wave of acquisitions as already-dominant brands like these seek to corner even more of the market by snatching up smaller players that provide services they don’t.

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Tech-based contact tracing could put schools in murky privacy territory

https://www.educationdive.com/news/tech-based-contact-tracing-could-put-schools-in-murky-privacy-territory/584881/

  • A white paper from the Surveillance Technology Oversight Project (STOP) suggests the use of contact tracing technology by schools could erode student privacy and may not be effective in preventing the spread of coronavirus.

Despite the pandemic, schools still must conform to the Family Educational Rights and Privacy Act (FERPA) and other laws governing student privacy. Districts can disclose information to public health officials, for example, but information can’t be released to the general public without written consent from parents.

The Safely Reopen Schools mobile app is one tool available for automating contact tracing. The idea is that if two mobile phones are close enough to connect via Bluetooth, the phone owners are close enough to transmit the virus. The app includes daily health check-ins and educational notifications, but no personal information is exchanged between the phones, and the app won’t disclose who tested positive.

Colleges are also using apps to help trace and track students’ exposure to coronavirus. In August, 20,000 participants from the University of Alabama at Birmingham were asked to test the GuideSafe mobile app, which will alert them if they’ve been in contact with someone who tested positive for COVID-19. The app determines the proximity of two people through cell phone signal strength. If someone reports they contracted the virus, an alert will be sent to anyone who has been within six feet of them for at least 15 minutes over the previous two weeks.

Critics of the technology claim these apps aren’t actually capable of contract tracing and could undermine manual efforts to do so.

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more on ed tech in this IMS blog
https://blog.stcloudstate.edu/ims?s=educational+technology

IM 690 lab ASVR

IM 690 Virtual Reality and Augmented Reality. short link: http://bit.ly/IM690lab

IM 690 lab plan for March 31, online:  Virtual Worlds

If at any point you are lost in the virtual worlds, please consider talking/chatting using our IM 690 zoom link:https://minnstate.zoom.us/j/964455431 or call 320 308 3072

Readings:
Currently, if you go to the SCSU online dbases
,if they are working at all, don’t be surprised when clicking on EBSCOhost Business Source Complete to see this msg:

library error msg

and if you execute a search:
“AltSpaceVR” + “education”, you will find only meager 1+ results.
Google Scholar, naturally, will yield much greater number.
So, search and find an article of your interest using Google Scholar. I used “immersive learning” + “education” for my search.
I chose to read this article:
https://journal.alt.ac.uk/index.php/rlt/article/view/2347/2657
since it addressed design principles when applying mixed reality in education.
What article did you find/choose/read/are ready to share your analysis with?

Tuesday, March 31, 5PM lab

  1. As usually, we will meet at this Zoom link: https://minnstate.zoom.us/j/964455431
    All of us will be online and we will meet in the Zoom room.
    Please come 10 min earlier, so we can check our equipment and make sure everything works. Since we will be exploring online virtual worlds, please be prepared for technical issues, especially with microphones.
  2. For this lab, please download and install on your computers the AltSpaceVR  (ASVR) software:
    https://www.microsoft.com/en-us/p/altspacevr/9nvr7mn2fchq?activetab=pivot:overviewtab
    Please consider the impediment that Microsoft has made the 2D mode for PC available only for Windows. If you are a Mac user and don’t have PC available at home, please contact me directly for help.
    In addition, pls have a link to the video tutorial;
    https://blog.stcloudstate.edu/ims/2020/03/13/im690-asvr-2d-tutorial/
    pls be informed about MediaSpace issues of the last two weeks, which can result in poor rendering of the video. If issues persist and you still need help downloading and installing the software, contact me directly for help.
    Please do your best to have ASVR installed on your computer before the lab starts on Tues, March 31, 5PM, so we can use our time during the lab for much more fun activities!
  3. Intro to ASVR.
    Please watch this 5 min video anytime you feel a bit lost in ASVR

    pls consider the issues with MediaSpace and be patient, if the video renders and/or does not play right away. The video is meant to help you learn how to navigate your avatar in ASVR.
    the first 15-20 min in the lab, we will “meet” in ASVR, figure out how to work on our ASVR avatar, how to use the computer keyboard to move, communicate and have basic dexterity. We must learn to “make friends” with Mark Gill (ASVR name: MarkGill47), Dr. Park (ASVR name: dhk3600) and Dr. Miltenoff (ASVR name: Plamen), as well as with your class peers, who will be sharing their ASVR contact info in the Zoom Chat session. Once we learn this skills, we are ready to explore ASVR.
    Mark Gill will “lead” us through several virtual worlds, which you will observe and assess from the point of view of an Instructional Designer and an educator (e.g. how these worlds can accommodate learning; what type of teaching do these virtual worlds offer, etc.)
    Eventually, Mark Gill will bring us to the SCSU COSE space, created by him, where he will leave us to discuss.
  4. Discussion in the COSE ASVR room
    We will start our discussion with you sharing your analysis of the article you found in Google Scholar for today’s class (see above Readings). How do your findings from the article match your impressions from the tour across virtual worlds in ASVR? How does learning happen?
  5. Other platforms for immersive learning
    Following the discussions around your articles, we also will briefly touch on other platforms for immersive learning:
    https://blog.stcloudstate.edu/ims/2020/03/17/vr-after-conferences-cancellations/
  6. Final projects
    the rest of the time in the lab will be allocated for work on your final projects.
    Dr. Park and Dr. Miltenoff will work individually with your groups to assist with ideas, questions regarding your projects,

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

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more on IM 690 labs in this IMS blog
https://blog.stcloudstate.edu/ims?s=im+690

Library Instruction Chem 151

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

Dr. Kannan Sivaprakasam,
CHEM 151. Feb 10, 8-8:50PM.
Link to this tutorial in PDF format: library instruction tutorial

Short link to this tutorial: http://bit.ly/chem151

QR code

  1. Badges for library instruction

Link to the video tutorial regarding microcredentials (badges)

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/)  and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).

Dr. Sivaprakasam and I are developing a microcredentialing system for your class.

The “library” part has several components:

  • One badge for your ability to use the databases and find reliable scientific information in your field (required)
    submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
  • One badge for completing the quiz based on the information from this library instruction (required)
    a badge will be issued to you automatically after successful completion of the quizz
  • One badge for your ability to use social media for a serious, reliable, scientific research (required)
    submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
  • One badge for using the D2L “embedded librarian” widget to contact the librarian with questions regarding your class research (one of two optional)
    A badge will be issued to you after your post with your email or any other contact information is submitted
  • One badge for helping class peer with his research (one of two optional)
    submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded

Collecting two of the required and one of the optional badges let you earn the superbadge “Mastery of Library Instruction.”

The superbadge brings points toward your final grade.

Master of Library Instruction badge

 

how to collect badges

 

 

 

 

Once you acquire the badges, Dr. Sivaprakasam will reflect your achievement in D2L Grades.

If you are building a LinkedIn portfolio, here are directions to upload your badges in your LinkedIn account using Badgr:

https://community.brightspace.com/s/article/Sharing-Badges-in-Brightspace

chem 151 Social Media accounts

Please do remember we are still developing the system and we will appreciate your questions and feedback; do not hesitate to contact us, if any…

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LIBRARY INSTRUCTION – Information, Digital and Media Literacy

  1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
    1. Last year, researchers at Oxford Universityfound that 70 countries had political disinformation campaigns over two years.
      https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
    2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
      results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.

How does information literacy help me?

Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?

The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL).

The standards are:

Standard 1. The information literate student determines the nature and extent of the
information needed

Standard 2. The information literate student accesses needed information effectively
and efficiently

Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system

Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose

Standard 5. The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses
information ethically and legally

Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on how college students seek and use information.

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  1. Developing Your Research Topic/Question

Research always starts with a question.  But the success of your research also depends on how you formulate that question.  If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

  • Is my question one that is likely to have been researched and for which data have been published?  Believe it or not, not every topic has been researched and/or published in the literature.
  • Be flexible.  Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
  • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

  1. Getting Ready for Research
    Library Resources vs. the Internet
    How (where from) do you receive information about your professional interests?
    Advantages/disadvantages of using Web Resources

chem 151 databases

Evaluating Web Resources

  1. Google or similar; Yahoo, Bing
  2. Google Scholar
  3. Reddit, Digg, Quora
  4. Wikipedia
  5. Become a member of professional organizations and use their online information
  6. Use the SCSU library page to online databases
  1. Building Your List of Keywords
    1. Why Keyword Searching?
      Why not just type in a phrase or sentence like you do in Google or Yahoo!?

      1. Because most electronic databases store and retrieve information differently than Internet search engines.
      2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings.  Search engines search web content which is typically the full text of sources.
    1. The bottom line: you get better results in a database by using effective keyword search strategies.
    2. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
    1. Why use synonyms?
      Because there is more than one way to express a concept or idea.  You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
    2. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Don’t get “keyword lock!”  Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet

  1. Library Resources

chem 151 results libsearch
How to find the SCSU Library Website
SCSU online databases

    1. SCSU Library Web page

lib web page

  1. Basic Research Skills

Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search

Simple vs Advanced Search

  1. Identifying a Scholarly Source

scholarly sources

  1. Boolean operators

  1. Databases:
    CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition

Psychology:
PsychINFO

General Science
ScienceDirect
Arts & Humanities Citation Index

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use.  There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    2.  AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    3.  AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. InterLibrary Loan

  1. Copyright and Fair Use
    Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  2. Writing Tips
  3. Dissemination of Research

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

 

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